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COMPULSORY MISEDUCATION Paul Goodman COMPULSORY MISEDUCATION Paul Goodman When at a meeting, I offer that perhaps we already have too much formal schooling and that under present conditions, the more we get the less education we will get, the others look at me oddly and proceed to discuss how to get more money for schools and how to upgrade the schools. I realize suddenly that I am confronting a mass superstition. The mass superstition in question, which is the target of this classic and iconoclastic work, is that education can only be achieved by the use of institutions like the school. Paul Goodman argues that on the contrary subjecting young people to institutionalized learning stunts and distorts their natural intellectual development makes them hostile to the very idea of education and finally turns out regimented competitive citizens likely only to aggravate our current social ills. He prescribes an increased involvement in the natural learning patterns of family and community and of the sort of relationships fostered in master-apprentice situations. A great neurologist tells me that the puzzle is not how to teach reading, but why some children fail to learn to read. Given the amount of exposure that any urban child gets, any normal animal should spontaneously catch on to the code. What prevents it is almost demonstrable that, for many children, it is precisely going to school that prevents -- because of the school’s alien style, banning of spontaneous interest, extrinsic rewards and punishments. (In many underprivileged schools, the IQ steadily falls the longer they go to school). Many of the backward readers might have had a better chance on the streets Compulsory Miseducation Paul Goodman Paul Goodman was born in New York City in 1911, graduated from City College and received his PhD. from the University of Chicago. He taught at New York University, the University of Chicago, Black Mountain College and Sarah Lawrence, and lectured at colleges throughout America. He wrote for Anarchy, Commentary, Politics, Liberation, Resistance , the New York Review of Books and Win , and his books include novels, verse, plays and literary criticism. He was coauthor of Gestalt Therapy , and wrote a classic of city planning Communitas , with his brother Percival Goodman. His books of social criticism include Growing Up Upsurd , Utopian Essays and Practical Proposals, The Society I live in is Mine, Like a Conquered Province, The Moral Ambiguity of America, People or Personnel. Community of Scholars and New Reformation. He was one of the contributors to The Dialectics of Liberation (Pelican). Paul Goodman died in 1973. Contents Preface Part One Primary Grades 1 The Universal Trap 2 Visiting a School 3 The Present Moment in Progressive Education Part Two High School 4 A Proposal to Extend Compulsory Schooling 5 The Universe of Discourse in which they Glow Up 6 Programmed 7 Teaching Science Part Three College 8 'I Don’t Want to Work - Why Should I?' 9 An Unteachable Generation 10 Two Simple Proposals 11 A Usual Case - Nothing Fancy 'One had to cram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.... It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. To the contrary, I believe that it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry -- especially if the food, handed out under such coercion, were to be selected accordingly.' Albert Einstein Preface In these remarks on the schools, I do not try to be generous or fair, but I have seen what I am talking about and I hope I am rational. This case is that we have been swept on a flood-tide of public policy and popular sentiment into an expansion of schooling and an aggrandizement of school-people that is grossly wasteful of wealth and effort and does positive damage to the young. Yet I do not hear any fundamental opposition in principle, not even prudent people (rather than stingy people) saying, go warily. The dominance of the present school auspices prevents any new thinking about education, although we face unprecedented conditions. It is uncanny. When, at a meeting, I offer that perhaps we already have too much formal schooling and that, under present conditions, the more we get the less education we will get, the others look at me oddly and proceed to discuss how to get more money for schools and how to upgrade the schools. I realize suddenly that I am confronting a mass superstition. In this little book, I keep resorting to the metaphor school-monks, the administrators, professors, academic sociologists and licensees with diplomas who have proliferated into an invested intellectual class worse than anything since the time of Henry VIII. Yet I am convinced - - as they got their grants and buildings and State laws that give them sole competence -- that the monks are sincere in their bland faith in the school. The schools provide the best preparation for everybody for a complicated world, are the logical haven for unemployed youth, can equalize opportunity for the underprivileged, administer research in all fields, and be the indispensable mentor for creativity, business-practice, social work, mental hygiene, genuine literacy -- name it, and there are credits for it leading to a degree. The schools offer very little evidence of their unique ability to perform any of these things -- there is plenty of evidence to the contrary -- but they do not need to offer evidence, since nobody opposes them or proposes alternatives. A major pressing problem of our society is the defective structure of the economy that advantages the upper middleclass and excludes the lower class. The school-people and PhD. sociologists loyally take over also this problem, in the war on poverty, the war against delinquency, retraining those made jobless, training the Peace Corps, and so forth. But as it turns out, just by taking over the problem, they themselves gobble up the budgets and confirm the defective structure of the economy. And inevitably, expanding and aggrandizing, becoming the universal trainer, baby-sitter and fix-it, the schools are losing the beautiful academic and community functions that by nature they do have. The ideas in this book were called up for specific busy occasions. The remarks on the drop-outs were the substance of a contribution to a national conference on the problem, called by the National Education Association. The notes on psychosomatic education were, first, the report of a school visit when I was a member of a local school board in New York; the note on progressive education was a recruiting talk for a Summerhill-variant school of which I am a trustee. The remarks on the Secretary of Labor's proposal and on the hang-ups of getting a job were asked for by the National Committee on Employment of Youth, and printed in The American Child. The discussion of adolescent difficulties in communication was commissioned for a freshman course at the University of Western Michigan; and the discussion of unteachability was commissioned by the Methodists for a freshman-orientation programme. The critique of programmed instruction was part of a controversy in the Harvard Educational Review. The analysis of teaching science was the gist (as I saw it) of a couple of seminars with people from the government science institutes that I attended at the Institute for Policy Studies in Washington. And the proposals for the liberal arts colleges were the gist of a section at the 1964 meeting of the Association for Higher Education. (At that meeting, I asked the AHE to urge society to find various other means of coping with youth unemployment, rather than putting the entire burden an the colleges. Not surprisingly, this modest resolution went crashingly nowhere.) Rewriting, I have kept in evidence these busy and polemical contexts. For this is where my story is. John Dewey somewhere makes the remarkable observation that the essential part of philosophy is the philosophy of education, the rest being the subject of special sciences. But I am not able, or prepared, to write such a philosophy. What I can, and do, write is this fighting recall to plain sense; holding action, attempt to lay the ground-work of a decent future. The immediate future of the United States seems to me to have two looming prospects, both gloomy. If the powers-that-be proceeds as stupidly, timidly and 'politically' as they have been doing, there will be a bad breakdown and the upsurge of a know-nothing fascism of the Right. Incidentally, let me say that I am profoundly unimpressed by our so-called educational system when, as has happened, Governor Wallace comes from the South as a candidate in Northern states and receives his highest number of votes (in some places a majority) in suburbs that have had the most years of schooling, more than sixteen. The other prospect -- which, to be frank, seems to me to be the goal of the school-monks themselves -- is a progressive regimentation and brainwashing, on scientific principles, directly toward a fascism of the Center.
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